Alabama Reading Initiative2011-2012

Session 1

Parameters:

1. All participants - no observers.2. Use time wisely.3. Stay focused. Please keep sidebar conversations to a minimum.4. Respect others’ opinions. 5. Set cell phones and other electronic devices on vibrate or silent.

2

PICK the shape you find most appealing. Consider both form and color.

How do we ….Teach our kids to read,Expand their reading power,Ensure they’re college and career ready,

“Do” RtI,

With more kids and no $AND

Keep Our Sanity?

Equip ARI teams to use instructional strategies including formative assessment to help students develop critical thinking skills and help administrators and teachers use Response to Instruction (RtI) to increase student learning.

Continually• Revisit• Reflect• Revise

StudyStudy

Select

Plan

Plan

Study instructional strategies including formative assessment that will enhance student learning.

Select effective research based instructional strategies and resources to apply to your school.

Plan implementation of research based instructional strategies with your team.

Outcome:  You will be able to make connections to your current practices, activity levels in the brain, and three areas of focus (student discussion, writing, and questioning).

Before:  Instructional Strategies Brainstorm

During:  Think-Pair-Share; Mini-Lecture; Think-Write-Pair-Share

After:  Closed Sort

Individually list some strategies, methods, practices, tools, etc., that you (teachers and coaches) currently use in your instruction and (administrators) that you use in PD or observe in classrooms.

Hearing Words

Speaking Words Generating Words

Seeing Words

toys

Hearing Words Seeing Words

Speaking Words Generating Words

Transverse Section — Writing Words

Transverse Section — Writing Words

from The Dana Sourcebook of Brain Science

Are students at EVERY grade level reading, writing, investigating, talking, and listening during core reading instruction? During content area instruction?

How will you turn this information around to the teachers at your school?

Do we “practice what we preach”? Do our PD sessions, coaching sessions, and classrooms include these “best practices” as well?

Think-Write-Pair-Share Think of your role (coach, teacher, administrator).

What are YOUR next steps in making this happen?

Write your response on a card.

Share your thoughts with your team.

After: Closed SortAt your table, take the sticky notes you brainstormed earlier and sort them into the following categories:

Student discussion Writing Questioning

Consider this: How rigorous are your strategies?

Outcome:  You will be able to make connections to your current practices, activity levels in the brain, and three areas of focus (student discussion, writing, and questioning).

Before:  Instructional Strategies BrainstormPurposes: activate prior knowledge

During:  Think-Pair-Share; Mini-Lecture; Think-Write-Pair-SharePurposes: engage with lesson; discuss

content; integrate new information with prior knowledge; make connections

After:  Closed SortPurposes: categorize; make connections

How do we ….Teach our kids to read,Expand their reading power,Ensure they’re college and career ready,

“Do” RtI, With more kids and no $

ANDKeep Our Sanity?

The purpose of Alabama’s Action Plan for Literacy is to provide a framework for action by defining the expectations that support literacy development for learners from Birth through Grade 12.

Outcome:  You will be able to identify key information about student discussion, writing, and questioning.  You will also be able to plan next steps for implementing/sharing a strategy set at your school.

Before:  Think-Pair-Share

During:  Pass It On with modified Backwards Note-taking

After:  Plan It!

22

Development of a Reader and WriterDevelopment of a Reader and Writer

Systemof

Meaning

Systemof

Language

Systemof

Print

Speaking Writing

Comprehending Reading

Before: Think-Pair-ShareLook at the Conceptual Framework, the anchor piece of the ARI. What parts would you label as the “whats”, and what parts would you label as the “hows”?

Today we are going to study instructional strategies that can strengthen beginning reading, expand reading power, and ensure our students are college and career ready.

Student Discussion

Writing

Questioning

Pass It On

Work in groups of 3 Read the quote Respond to the prompt in writing Talk as a group Chart 3 important things to note

about student discussion

Tips Engage EVERY student Time the discussion Model student talk Provide a stem Walk, listen, and note

Pass It On

Work in groups of 3 Read the quote Respond to the prompt in writing Talk as a group Chart 3 important things to note

about student writing

Student Discussion

Writing

Questioning

Tips Incorporate writing daily Use long and short writing tasks Write for different purposes and

audiences Analyze student writing Display student writing

Pass It On

Work in groups of 3 Read the quote Respond to the prompt in writing Talk as a group Chart 3 important things to note

about questioning

Student Discussion

Writing

Questioning

Tips

Formulate questions as a part of the lesson planning process

Assign questions to students Ask the question – allow wait time for

all to think - then call on student Vary levels of questioning Encourage student-generated

questions

As a team, select the one focus strategy set that will take the most effort to implement. Now, think about the one that will most benefit your students.

Think about: The strategy set you just selected Additional research to learn more about it Who else on your staff should be

involved? Resources you will need for

implementation Your immediate next steps with this

strategy Schedule time to repeat this process to

implement the other two strategy sets

Outcome:  You will be able to identify key information about student discussion, writing, and questioning.  You will also be able to plan next steps for implementing/sharing a strategy set at your school.

Before:  Think-Pair-SharePurposes: activate prior knowledge

During:  Pass It OnPurposes: engage with text; respond in

writing; discuss content; integrate new information with prior knowledge; make connections; organize information

After:  Plan It!Purposes: make connections; plan next

steps

Outcomes:  You will be able to analyze a lesson and student responses through the lenses of student engagement and formative assessment; identify key words/terms related to formative assessment; analyze lesson through an RtI lens; plan next steps for implementation at your school.

Before:  Take a Trip! T-Chart

During:  Video Lesson Reflection on Graphic Organizer; Sample This!; Think-Pair-Share

After:  Plan It!

Before: Take a Trip!T-Chart___________Teache

rStudent

During: VideoReflectionGraphic Organizer

Let’s look at some instructional strategies in a classroom.

Course: Date:

COS standard(s):

Lesson objectives with daily student outcomes:

Outcome: Lesson Phases: Student Engagement /Look Fors Assess/Evaluate Before Strategy/Engage ________________________ Activate PK; build BK; answer/generate essential questions; make predictions; discuss essential vocabulary; establish purpose for lesson; Other ___________________

Read, Write, Talk, Listen, and Investigate

During Strategy/Explore, Explain __________________________ Interact with content; verify and formulate predictions; self-monitor comprehension; construct graphic organizers; summarize content; use mental imagery; integrate new information with PK; answer/generate essential questions Other __________________

Read, Write, Talk, Listen, and Investigate

After Strategy/Explain, Extend __________________________ Reflect on content of lesson; evaluate predictions; examine essential questions; justify, deliberate, and evaluate conclusions of self and others; retell or summarize; demonstrate proper use and understanding of vocabulary; answer/generate essential questions Other ___________________

Read, Write, Talk, Listen, and Investigate

Student Assessment Reflection:

What were students able to do?

Which students need additional instruction?

How will tomorrow’s lesson be adjusted to meet their needs?

Let’s look at student work samples.

How do we ….Teach our kids to read,Expand their reading power,Ensure they’re college and career ready,

“Do” RtI,

With more kids and no $AND

Keep Our Sanity?

Go back to your notes on the lesson plan and note where and how RtI principles were used in the lesson. Justify your thinking with your team.

Which students might you discuss at a grade level or problem solving team meeting? Why?

From your team discussion of these social studies samples, what implications can be made concerning other content areas?

What steps do you need to take to meet students’ literacy needs across the curriculum?

After: After: RtI IS …RtI IS … Using targeted instructional strategies to teach ALL

students-Tier 1 Formatively assessing students throughout the

lesson and after the lesson –Tiers 1, 2, and 3 Determining how content area intervention needs

of students will be met- Tier 2 Reinforcing the Tier 3 intervention in the content

areas. Collecting documentation (student work

samples/anecdotal notes) that yield “real time” data for immediate adjustments AND inform further intervention decisions.

Select a class at your school to be a practice site where you will implement the strategies you have worked with today.

Student Discussion Writing Questioning

1. Revisit the content As a team, plan a practice lesson using these

strategy sets. Decide who will teach the lesson and who will

observe. 2. Reflect student work samples notes from the lesson3. Revise the instruction

BRING BACK YOUR LESSON OBSERVATIONS.

Outcomes:  You will be able to analyze a lesson and student responses through the lenses of student engagement and formative assessment; identify key words/terms related to formative assessment; analyze lesson through an RtI lens; plan next steps for implementation at your school.

Before:  Take a Trip! T-Chart Purposes: activate prior knowledge

During:  Video Lesson Reflection on Graphic Organizer; Sample This!; Think-Pair-Share (formative assessment quotes & RtI) Purposes: engage with video; respond in writing;

discuss content; organize information; make connections

After:  Plan It! Purposes: make connections; plan next steps

STI-PD Web registration: SDEARI1003

Please complete the 10-question survey by October 21st: https://www.surveymonkey.com/s/W8PSN6H

Carol Belcher, team leader: cbelcher@alsde.edu

Rhonda Ayers, regional staff: rayers@alsde.edu

Sandy Cauley, regional staff: scauley@alsde.edu

Daphne Cook, regional staff: dcook@alsde.edu

Cindy Klages, regional staff: cklages@alsde.edu

Erin Scott, regional staff: escott@alsde.edu